UDL Self Evaluation

Take this UDL self-evaualtion to learn more about your pedagogical practises in relation to UDL. Find out what you are doing that is already a UDL practise and gain insight into how you can further your UDL curriculum developement by being directed to resources both within the allUDL website and outside of it. See how UDL you are!

1. When you teach, do you represent important concepts in more than one way (i.e. lecture presentation, concept maps, lecture notes, video, etc.)?

Often
Occasionally
Never

2. When using videos in class, do they have accurate subtitles?

Often
Occasionally
Never

3. When you include images in your course materials (i.e. teaching materials, lesson plan, assessments, etc.), do you provide text descriptions?

Often
Occasionally
Never

4. As part of your course, do you provide digital versions of your course outline or syllabus and teaching materials such as readings, PowerPoints, etc.?

Often
Occasionally
Never

5. In your courses, do you define vocabulary words or specialized symbols before and during your teaching?

Often
Occasionally
Never

6. For important words in your course do you offer synonyms in English and/or in another language (i.e. French, Spanish)?

Often
Occasionally
Never

7. When you start teaching a new concept, do you activate prior knowledge of the the students to support their integration of the new matierial into their understanding?

Often
Occasionally
Never

8. Do you use strategies such as tools such as diagrams, or concept maps to consistently link concepts together and identify key ideas?

Often
Occasionally
Never

Part 1 – Multiple Means of Representation

This section of your results shows your score and offers some suggested links to support your understanding of the UDL Framework and the principal of Multiple Means of Representation. Depending upon your score you may be directed to further your practice by learning ways to embed technology optimally with a UDL Curriculum Design.

Your score for part 1 is:

 

9. When your students complete an evaluation or work in your course, do they have the option of using a computer or mobile device to perform the task (i.e. Exam, research work, in-class exercise, etc.)?

Often
Occasionally
Never

10. Do you provide “templates” or revision guides to support learning and preparation for evaluations of your students?

Often
Occasionally
Never

11. Do you provide checklists, notes with fill-in the blanks or note-taking models to support your students taking notes?

Often
Occasionally
Never

12. Do you provide or do you allow the use of tools to facilitate note-taking for our students, such as the “Smartpen” or the Notability app, which combines taking notes with an audio recording of the the class?

Often
Occasionally
Never

13. Would you allow your students access to technological aids in class, i.e. in French (Antidote software) to carry out their assignments or examinations, if necessary?

Often
Occasionally
Never

14. Do you use formative assessment as, or for, learning?

Often
Occasionally
Never

Do you allow your students to submit their work or exams in more than one format (i.e. Written work, oral presenation, portfolio, pod cast, video, concept map) while evaluating the required skill levels using the same rubric?

Often
Occasionally
Never

Part 2 – Multiple Means of Action and Expression

This section of your results shows your score and offers some suggested links to support your understanding of the UDL Framework and the principal of Multiple Means of Action and Expression. Depending upon your score you may be directed to further your practice by learning ways to embed technology optimally with a UDL Curriculum Design, incorporate UDL in assessment and see example of UDL Implementation.

Your score for part 2 is:

 

16. Do you find it important to vary the demands and resources of content in your teaching and assessments to optimize challenge?

Often
Occasionally
Never

17. Do your provide your students with opportunities to set learning goals for themselves and build in self-evaluation strategies?

Often
Occasionally
Never

18. Do you provide timetable templates and guides or organizational examples to your students to facilitate their planning in your course?

Often
Occasionally
Never

19. Do you find it important, as part of your course, to graduate the level of difficulty in the content?

Often
Occasionally
Never

20. Do you display your course objectives, competencies and timelines in a place identified for your students (digital learning environment, LMS, office, lab, classroom, etc) and are they aware of this?

Often
Occasionally
Never

21. Do you provide easily accessible timetables, organizational guides and examples, to facilitate student’s planning in your course?

Often
Occasionally
Never

22. Do you offer individual choice and autonomy to your students (I.e.evaluation types, degrees of challenge, sequence of tasks, reading material and their formats, etc.)?

Often
Occasionally
Never

23. Do you offer your students timely and personalized feedback throughout the course on both formative and summative assessments?

Often
Occasionally
Never

24. Do you create a classroom climate that fosters collaboration, tolerance, openness and respect?

Often
Occasionally
Never

25. Do you find it important to choose “authentic” activities in your courses, adapted to current events, interest, sexual, ethnic or cultural background of your students?

Often
Occasionally
Never

26. Do you allow your students to use stress management techniques in the classroom and during assessments (i.e. stress balls, earphones with soft music, etc?)

Often
Occasionally
Never

Part 3 – Multiple Means of Engagement

This section of your results shows your score and offers some suggested links to support your understanding of the UDL Framework and the principal of Multiple Means of Engagement. Depending upon your score you may be directed to further your practice by understanding Emotion and Learning, improve your UDL Curriculum Design, and see examples of UDL Implementation.

Your score for part 3 is:

 

27. Do you provide a statement or information in your syllabus or course outline that specifies campus based student support services including, mental health, accessibility offices, language and cultural centers, pedagogical and writing support?

Often
Occasionally
Never

28. Do you provide a comprehensive syllabus or course outline that clearly identifies all course requirements, specifies course expectations and provides all important due dates?

Often
Occasionally
Never

29. Do you provide multiple types of contact information so students have varied ways to contact you with questions or concerns (i.e. email, Skype, office hours, phone, etc) and provide a brief overview of yourself as instructor?

Often
Occasionally
Never

30. Do you make your syllabus/course outline available in advance of the start of the course?

Often
Occasionally
Never

Part 4 – Syllabus/Course Outline

This section of your results shows your score and offers some suggested links to support your implementation of UDL in your Syllabus or Course outline. Depending upon your score you may be directed to further your practice by understanding the essentials of UDL and a Syllabus/Course Outline and see relevant examples across disciplines.

Your score for part 4 is: